Table 1
Participant Demographics.
| INSTITUTIONAL TYPE | PROFIT STATUS | FACULTY-STATUS | TENURED STATUS |
|---|---|---|---|
| Two-Year: 39 (51%) Four-Year: 33 (43%) Other: 5 (6%) | Public: 70 (91%) For-Profit: 2 (3%) Non-Profit Private: 5(6%) | Full-Time: 46(61%) Part-Time: 29 (39%) | Tenured/Tenure Track: 37(49%) Not Tenure Track: 38(51%) |
Table 2
Knowledge and Awareness of Ally.
| QUESTION | STRONGLY DISAGREE | SOMEWHAT DISAGREE | NEITHER AGREE NOR DISAGREE | SOMEWHAT AGREE | STRONGLY AGREE | M | SD |
|---|---|---|---|---|---|---|---|
| I know that my institution uses Ally (n = 78) | 6 (7.69%) | 2 (2.56%) | 1 (1.28%) | 1 (1.28%) | 68 (87.18%) | 4.58 | 1.16 |
| I know what Ally is (n = 78) | 3 (3.85%) | 2 (2.56%) | 1 (1.28% | 10 (12.82%) | 62 (79.49%) | 4.62 | 0.94 |
| I know how to use Ally in my courses (n = 77) | 5 (6.49%) | 3 (3.90%) | 2 (2.60%) | 19 (24.68%) | 48 (62.34%) | 4.32 | 1.13 |
| I understand how students use Ally in online courses (n = 76) | 8 (10.53%) | 16 (21.05%) | 10 (13.16%) | 12 (15.79%) | 30 (39.47%) | 3.53 | 1.45 |
Table 3
Uses of Ally.
| QUESTION | STRONGLY DISAGREE | SOMEWHAT DISAGREE | NEITHER AGREE NOR DISAGREE | SOMEWHAT AGREE | STRONGLY AGREE | M | STD |
|---|---|---|---|---|---|---|---|
| I find Ally easy to use (n = 77) | 2 (2.60%) | 9 (11.69%) | 15 (19.48%) | 29 (37.66%) | 22 (28.57%) | 3.78 | 1.06 |
| I am confident in my knowledge and use of Ally (n = 77) | 7 (9.09%) | 9 (11.69%) | 7 (9.09%) | 26 (33.77%) | 28 (36.36%) | 3.77 | 1.3 |
| I have attended training on the Ally tool (n = 77) | 15 (19.48%) | 9 (11.69%) | 2 (2.60%) | 15 (19.48%) | 36 (46.75%) | 3.62 | 1.6 |
| I could use more training on how to use Ally (n = 77) | 11 (14.29%) | 9 (11.69%) | 10 (12.99%) | 22 (28.57%) | 25 (32.47%) | 3.53 | 1.41 |
| I use Ally in my online course(s) at least once every semester I teach (n = 77) | 8 (10.39%) | 7 (9.09%) | 7 (9.09%) | 16 (20.78%) | 39 (50.65%) | 3.92 | 1.37 |
| It takes a lot of time to use Ally (n = 76) | 13 (17.11%) | 15 (19.74%) | 24 (31.58%) | 16 (21.05%) | 8 (10.53%) | 2.88 | 1.22 |
| The time taken to use Ally is worth it (n = 75) | 6 (8.00%) | 2 (2.67%) | 9 (12.00%) | 22 (29.33%) | 36 (48.00%) | 4.07 | 1.19 |
| Ally improves the online learning experience for students (n = 77) | 3 (3.90%) | 1 (1.30%) | 14 (18.18%) | 24 (31.17%) | 35 (45.45%) | 4.13 | 1.01 |
| Having my course content accessible increases student success and learning (n = 74) | 2 (2.7%) | 1 (1.35%) | 4 (5.41%) | 11 (14.86%) | 56 (75.68%) | 4.59 | 0.87 |
| I check the accessibility of course materials before adding them to my course (n = 75) | 2 (2.67%) | 10 (13.33%) | 3 (4%) | 20 (26.67%) | 40 (53.33%) | 4.15 | 1.15 |
| I wait to use Ally to check the accessibility of my course materials because it is easier than using accessibility checkers or remembering how to create accessible content in applications like Word, Google Docs, PDF (n = 74) | 13 (17.57%) | 16 (21.62%) | 10 (13.51%) | 17 (22.97%) | 18 (24.32%) | 3.15 | 1.45 |
| I am only satisfied when Ally’s numerical numbers are 100 and all of the colored gauges are green—that is, all content has a perfect accessibility score (n = 74) | 14 (18.92%) | 19 (25.68%) | 12 (16.22%) | 20 (27.03%) | 9 (12.16%) | 2.88 | 1.32 |